Download full chapter Learning And Collaboration Technologies Designing And Developing Novel Learning Experiences First International Conference Lct 2014 Held As Part Of Hci International 2014 Heraklion Crete Greece June 2 pdf docx
Download full chapter Learning And Collaboration Technologies Designing And Developing Novel Learning Experiences First International Conference Lct 2014 Held As Part Of Hci International 2014 Heraklion Crete Greece June 2 pdf docx
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Lecture Notes in Computer Science 8523
Commenced Publication in 1973
Founding and Former Series Editors:
Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen
Editorial Board
David Hutchison
Lancaster University, UK
Takeo Kanade
Carnegie Mellon University, Pittsburgh, PA, USA
Josef Kittler
University of Surrey, Guildford, UK
Jon M. Kleinberg
Cornell University, Ithaca, NY, USA
Alfred Kobsa
University of California, Irvine, CA, USA
Friedemann Mattern
ETH Zurich, Switzerland
John C. Mitchell
Stanford University, CA, USA
Moni Naor
Weizmann Institute of Science, Rehovot, Israel
Oscar Nierstrasz
University of Bern, Switzerland
C. Pandu Rangan
Indian Institute of Technology, Madras, India
Bernhard Steffen
TU Dortmund University, Germany
Demetri Terzopoulos
University of California, Los Angeles, CA, USA
Doug Tygar
University of California, Berkeley, CA, USA
Gerhard Weikum
Max Planck Institute for Informatics, Saarbruecken, Germany
Panayiotis Zaphiris Andri Ioannou (Eds.)
13
Volume Editors
Panayiotis Zaphiris
Andri Ioannou
Cyprus University of Technology
Department of Multimedia and Graphic Arts
Lemesos, Cyprus
E-mail: {panayiotis.zaphiris; andri.i.ioannou}@cut.ac.cy
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Foreword
Thematic areas:
• Human–Computer Interaction
• Human Interface and the Management of Information
Affiliated conferences:
• Volume 17, LNCS 8526, Virtual, Augmented and Mixed Reality: Applica-
tions of Virtual and Augmented Reality (Part II), edited by Randall
Shumaker and Stephanie Lackey
• Volume 18, LNCS 8527, HCI in Business, edited by Fiona Fui-Hoon Nah
• Volume 19, LNCS 8528, Cross-Cultural Design, edited by P.L. Patrick Rau
• Volume 20, LNCS 8529, Digital Human Modeling and Applications in Health,
Safety, Ergonomics and Risk Management, edited by Vincent G. Duffy
• Volume 21, LNCS 8530, Distributed, Ambient, and Pervasive Interactions,
edited by Norbert Streitz and Panos Markopoulos
• Volume 22, LNCS 8531, Social Computing and Social Media, edited by
Gabriele Meiselwitz
• Volume 23, LNAI 8532, Engineering Psychology and Cognitive Ergonomics,
edited by Don Harris
• Volume 24, LNCS 8533, Human Aspects of Information Security, Privacy
and Trust, edited by Theo Tryfonas and Ioannis Askoxylakis
• Volume 25, LNAI 8534, Foundations of Augmented Cognition, edited by
Dylan D. Schmorrow and Cali M. Fidopiastis
• Volume 26, CCIS 434, HCI International 2014 Posters Proceedings (Part I),
edited by Constantine Stephanidis
• Volume 27, CCIS 435, HCI International 2014 Posters Proceedings (Part II),
edited by Constantine Stephanidis
I would like to thank the Program Chairs and the members of the Program
Boards of all affiliated conferences and thematic areas, listed below, for their
contribution to the highest scientific quality and the overall success of the HCI
International 2014 Conference.
This conference could not have been possible without the continuous support
and advice of the founding chair and conference scientific advisor, Prof. Gavriel
Salvendy, as well as the dedicated work and outstanding efforts of the commu-
nications chair and editor of HCI International News, Dr. Abbas Moallem.
I would also like to thank for their contribution towards the smooth organi-
zation of the HCI International 2014 Conference the members of the Human–
Computer Interaction Laboratory of ICS-FORTH, and in particular
George Paparoulis, Maria Pitsoulaki, Maria Bouhli, and George Kapnas.
Human–Computer Interaction
Program Chair: Masaaki Kurosu, Japan
Cross-Cultural Design
Program Chair: P.L. Patrick Rau, P.R. China
Augmented Cognition
Program Chairs: Dylan D. Schmorrow, USA,
and Cali M. Fidopiastis, USA
HCI in Business
Program Chair: Fiona Fui-Hoon Nah, USA
External Reviewers
General Chair
Professor Constantine Stephanidis
University of Crete and ICS-FORTH
Heraklion, Crete, Greece
E-mail: cs@ics.forth.gr
Table of Contents – Part I
Technology@School
Collaborative Tools in the Primary Classroom: Teachers’ Thoughts on
Wikis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Andria Agesilaou, Christiana Vassiliou, Sotiroula Irakleous, and
Maria Zenios
1 Introduction
In order to adapt the instructional design to the constant changes of learners, the
context, and the learning resources available teachers should review and redesign
courses and activities constantly. Nevertheless, often the lack of time and support to
undertake this redesign process pushes educators to repeat year after year the same
learning process, using the same activities, content and strategies for teaching and
learning.
Technology for teaching and learning is another element that is directly affecting
the education sector and showing the importance of review teaching plans. As a
result, in online learning, which is the case of our University, it is even more
important to provide teachers with adequate support for redesign their courses
efficiently.
Much of the design methodologies currently available are very time consuming
and do not specifically take into account the teaching goals and competence level
neither consider the most common possibility of having an existing learning design
that needs to be redesigned.
P. Zaphiris and A. Ioannou (Eds.): LCT 2014, Part I, LNCS 8523, pp. 3–12, 2014.
© Springer International Publishing Switzerland 2014
4 G. Aguado et al.
2 Background
For the ideation of the CS we considered the main characteristics of our context, our
teacher’s needs and we analyzed current trends in support actions for instructional
designers and continuous professional development for teachers.
2.1 Context
desired product to customers' hands faster. The Lean Startup (LS) method is about
how to drive a startup-how to steer, when to turn, and when to persevere-and grow a
business with maximum acceleration. It is a principled approach to new product
development. A core component of Lean Startup methodology is the build-measure-
learn feedback loop. This makes the LS very interesting in education as a perfect way
of constantly evaluating the learning experiences adapting it to learners and context.
In this sense, it is similar to the iterative nature of design thinking and more generally
of user-centered design approaches.
The Technological Pedagogical Content Knowledge (TPACK) model [14] attempts
to identify the nature of knowledge required by teachers for technology integration in
their teaching, while addressing the complex, multifaceted and situated nature of
teacher knowledge. An possible solution for the implementation of a TPACK model
are the technology coaches defined by ISTE [13]; who assist teachers in using
technology effectively for assessing student learning, differentiating instruction, and
providing rigorous, relevant, and engaging learning experiences for all students.
All these different models, theories and approaches to instructional design helped
us better design the accompaniment action and take the aspects and ideas that best fit
our context and the needs and characteristics of faculty members and tutors.
Being a multidisciplinary department with many of its members software
developers, we also looked at agile methodologies and especially at hackathons [7]
which are collaborative and intense activities. During these events, computer
programmers and other profiles involved in software development, including graphic
designers, interface designers and project managers, collaborate intensively on
software projects. The focus is on producing an end-product by the end of the event.
This specific characteristic was key in the type of action we were looking for.
Booksprints [1] are similar to hackathons, they bring together a group to produce a
book in 3-5 days. There are five main parts of a Book Sprint:
This structure was also very useful and adequate to the (re)design of learning
activities and can be mapped to the process of creating these activities and then
implementing them into the new classroom.
Learning from the several aspects we gathered from current instructional design
models as well as software and design development processes together with our
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